European Schoolnet briefing papers

The results of the Survey of Schools: ICT in education were published in April 2013. According to the survey, funded by the European Commission Directorate General Information Society and Media and undertaken by European Schoolnet and the University of Liège, students and teachers have unprecedented access to educational technology and their opinion about its value and impact is overwhelmingly positive.

European Schoolnet Observatory is currently working on a series of Briefing Papers to present the findings of the Survey on a specific topic and related them to the results of European Schoolnet projects on the topic.

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Issue n. 2 analyses 1:1 computing, notably to what extent 1:1 classes with school-provided laptops and tablets are widespread and how much owned laptops and tablets are used in class by students. The project focus gives an overview of 1:1 learning initiatives in Europe.

Issue n. 3 investigates whether the type of ICT training teachers pursue matter and argues that pedagogically focused training on how to effectively reach learning outcomes using ICT is likely to be more beneficial than investing solely in equipment based training. The project focus presents eTwinning and professional development opportunities linked to it.

Issue n. 4 explores safe and responsible behaviour online. It investigates how teenagers are confident in behaving safely and responsibly in an online environment and to what extent countries differ in levels of student confidence and school eSafety policies. The project focus presents the Insafe network and its activities to contribute to a safer and better internet.

Issue n. 5 explores the patterns and obstacles of ICT use in mathematics and science classes. Among the results it emerged that, across Europe, science teachers engage in ICT activities during lessons slightly more frequently than mathematics teachers. Moreover, it seems that exam pressure is one the most relevant obstacles to the use of ICT within the classroom for all subjects and grades, but especially for mathematics classes. The project focus explains how the inGenious project is contributing to increased and improved use of technology and innovative pedagogies in mathematics and science education.

Issue n. 6 analyses to which extent students use innovative tools and resources in the classroom. In particular, this briefing concentrates on the analysis of the relationship between teaching and learning style and using simulations and data-logging tools. The special focus of this issue is dedicated to Scientix and science teachers.

Issue n. 7explores to what extent Europe’s young people are aware of the importance of ICT skillsfor learning, adult and work life and whether the education system is equipping them to navigate the labour market of the 21st century. The special focus is dedicated to e-Skills for Jobs 2014 campaign.

Issue n. 8 explores technology-enhanced collaborative learning. Collaborative work seems to be a widespread practice in schools across Europe, despite large differences between countries. The project focus looks at the CCL (Creative Classrooms Lab) project, a policy experimentation on the innovative and creative use of tablets in schools, and explains how they can support collaborative work in and out of the classroom.